News

New research reveals that while bans aren’t an instant panacea for problems in U.S. classrooms, schools can achieve positive outcomes with persistence.

Spring '26 edition of the Gardner Center's quarterly newsletter

Thousands of California students remain classified as English learners even after they reach proficiency in English. Several studies, including recent work by Stanford's Gardner Center, suggest the state’s reclassification rules may be holding students in language support programs longer than necessary to their detriment.

California educates more multilingual learners than any other state, yet many students remain classified as English Learners even after they’ve demonstrated English proficiency. In a webinar hosted by Policy Analysis for California Education, the Gardner Center’s Laurel Sipes shared insights from our research across nine local school districts.

San Mateo adopted a new approach to mental health 911 calls by pairing police with mental health clinicians. Gardner Center researchers found that it reduced the number of future mental health emergency calls and involuntary psychiatric holds by roughly 17%.

A new study by Faculty Director Thomas Dee shows that school absences from a major outbreak in Texas were 10 times higher than expected for the number of reported cases.

Winter '25 edition of the Gardner Center's quarterly newsletter

Findings highlight how strategies already in use could be scaled to bolster attendance and achievement 

Learn how our efforts have informed community-engaged research across Stanford University and benefited communities and youth near and far — and help us recognize the partners and funders who share our vision of thriving communities that support the growth, development, and vitality of all young people.

Ten students from across the state research college persistence among their peers to inform the foundation's education strategy.